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【Abstract】The importance of learning and teaching English has received increasing attention with regard to the employment of suitable writing instruction in class. Australian School’s Genre-based Approach （GBA） as a relatively new methodology to teach writing that recently has attracted theoretical interests. The purpose of this paper is to review genre theories and to consider how to effectively apply GBA to writing teaching in English as Foreign Language （EFL） contexts. This paper begins with an overview of the nature of writing， the basic concept of genres and relevant theories of GBA. Then， the author will illustrate the strengths and limitations of GBA， and thereby several pedagogical implications of GBA to teach writing in EFL contexts will be finally discussed.
【Key words】Genre； GBA； Writing
【作者簡介】田雯（1988-），女，贵州贵阳人，贵州医科大学外国语学院，英国约克大学对外英语教学，硕士，研究方向：英语教学法。
1. The nature of writing
In response to the nature of writing， Liu （2007） argues that writing is a creative activity. Gould， Diyanni and Smith （1989） further interpret that this is due to writing making sense of an experience， a text or an event. They advocate that constructing a piece of written work is to not only express oneself but to make the written work understandable （Gould， Diyanni
【Key words】Genre； GBA； Writing
【作者簡介】田雯（1988-），女，贵州贵阳人，贵州医科大学外国语学院，英国约克大学对外英语教学，硕士，研究方向：英语教学法。
1. The nature of writing
In response to the nature of writing， Liu （2007） argues that writing is a creative activity. Gould， Diyanni and Smith （1989） further interpret that this is due to writing making sense of an experience， a text or an event. They advocate that constructing a piece of written work is to not only express oneself but to make the written work understandable （Gould， Diyanni